REThinkWELL- the Use of Therapeutic Game to Reduce Mental Health Symptoms in Children and Adolescents
Study Overview
Status
Status
Conditions
Conditions
Intervention / Treatment
Intervention / Treatment
Detailed Description
Study Type
Study Type
Enrollment (Actual)
Enrollment
Phase
Phase
- Not Applicable
Contacts and Locations
Study Locations
-
-
-
Cluj-Napoca, Romania
- Babes-Bolyai University
-
-
Participation Criteria
Eligibility Criteria
Eligibility Criteria
Ages Eligible for Study
- Child
Accepts Healthy Volunteers
Description
Inclusion Criteria:
- children and adolescents aged 8 to 16 years
- subclinical level on the SDQ measure, total score, or emotional symptoms
- parental consent provided
Exclusion Criteria:
- intellectual disability or physical limitations precluding the use of the online game
- does not have parental informed consent
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Treatment
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: None (Open Label)
Number of Arms
Arms and Interventions
Participant Group / ArmParticipant Group / Arm |
Intervention / TreatmentIntervention / Treatment |
|---|---|
|
Experimental: REThink game
Participants in this group will have access to the REThink therapeutic game for four weeks
|
REThink is an online therapeutic game aimed at enhancing the emotional health of young people, grounded in Rational Emotive Behavior Therapy (REBT).
The game features a character named RETMAN, who guides players through seven levels, each focused on teaching a specific emotional regulation skill.
Each level has three sub-levels that progressively increase in difficulty.
REThink can be used as a standalone intervention, an adjunct to self-help psychotherapeutic approaches, or for targeted skills training.
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|
No Intervention: Care as usual
Participants in the control group do not receive an intervention but they have access to standard resources from the school
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What is the study measuring?
Primary Outcome Measures
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Mental health
Time Frame: baseline assessment, one week prior to the intervention
|
Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997).
The scale has 25-items within its five subscales, namely emotional symptoms (ES), conduct problems (CP), hyperactivity/inattention (HY), peer relationship (PR) problems and prosocial behavior (PS) and total mental health difficulties score (MHD).
The items are rated on a 3-point Likert scale, from 0 (not true) to 2 (certainly true).
The minimum score is 0 and the maximum is 40.
Higher scores represent higher level of mental health difficulties.
|
baseline assessment, one week prior to the intervention
|
|
Changes in mental health
Time Frame: post-test assessment, one week after the intervention
|
Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997).
The scale has 25-items within its five subscales, namely emotional symptoms (ES), conduct problems (CP), hyperactivity/inattention (HY), peer relationship (PR) problems and prosocial behavior (PS) and total mental health difficulties score (MHD).
The items are rated on a 3-point Likert scale, from 0 (not true) to 2 (certainly true).
The minimum score is 0 and the maximum is 40.
Higher scores represent higher level of mental health difficulties.
|
post-test assessment, one week after the intervention
|
|
Irrationality
Time Frame: baseline assessment, one week prior to the intervention
|
The Child and Adolescent Scale of Irrationality (CASI, Bernard & Cronan, 1999) will be used in order to test irrational/rational beliefs as a mechanism of change.
Children and adolescents were asked to express their agreement/disagreement with the 28 statements on a 5-point Likert-type scale, from 1 ("strong disagreement") to 5 ("strong agreement").
The minimum score is 28 and the maximum score is 140.
Higher scores represent higher levels of irrationality.
|
baseline assessment, one week prior to the intervention
|
|
Changes in irrationality
Time Frame: post-test assessment, one week after the intervention
|
The Child and Adolescent Scale of Irrationality (CASI, Bernard & Cronan, 1999) will be used in order to test irrational/rational beliefs as a mechanism of change.
Children and adolescents were asked to express their agreement/disagreement with the 28 statements on a 5-point Likert-type scale, from 1 ("strong disagreement") to 5 ("strong agreement").
Higher scores represent higher levels of irrationality.
|
post-test assessment, one week after the intervention
|
Collaborators and Investigators
Sponsor
Sponsor
Collaborators
Collaborators
Study record dates
Study Major Dates
Study Start (Actual)
Study Start
Primary Completion (Actual)
Primary Completion
Study Completion (Actual)
Study Completion
Study Registration Dates
First Submitted
First Submitted
First Submitted That Met QC Criteria
First Submitted That Met QC Criteria
First Posted (Actual)
First Posted
Study Record Updates
Last Update Posted (Actual)
Last Update Posted
Last Update Submitted That Met QC Criteria
Last Update Submitted That Met QC Criteria
Last Verified
Last Verified
More Information
Terms related to this study
Keywords
Other Study ID Numbers
Other Study ID Numbers
- REThinkWELL
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
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